VISUAL MEDIA

Aqib Pranata (1910117210024)

Annisa Fakhirah (1910117320027)

CHAPTER I
INTRODUCTION
 
A. Background of the problem
Learning is a complex process that occurs in everyone throughout his life. One
sign that someone has learned is a change in behavior in that person which may be
caused by changes in the level of knowledge, skills, or attitudes. The interactions that
occur during the learning process are influenced by the environment, including
students, teachers, librarians, principals, materials or subject matter (books, modules,
leaflets, magazines, etc.), and various learning resources and facilities ( video, radio,
television , computer, etc.).
The development of science and technology increasingly encourages renewal
efforts in the use of technological results in the learning process. Teachers are
required to be able to use the tools that can be provided by schools, and do not rule
out that these tools are in accordance with the developments and demands of the
times, in an effort to achieve the expected teaching goals. In addition, teachers are
also required to develop skills in making learning media that they will use whether the
media is not yet available.
One of them is visual-based media in designing English learning
media. Where visual media is a medium that has an important element in the
development of English Education subjects. Visual media is the media for all visual
aids that function the students' visual sense organs, for example: photos, books, props,
and others.

B. Formulation of the problem

1. What is the Definition of Media?
2. What is the Definition of Visual-Based Media?
3. How is the Development of Visual-Based Media Products
in English Learning ?
C. Purpose of the Problem
 1. To know the meaning of Media.
2. To find out visual based media.
3. To find out the development of visual-based media products in English
Education learning.

CHAPTER II
DISCUSSION

A. Definition of Media
The word media comes from the Latin medius  which means literal, meaning
middle, intermediary, or introduction.  In Arabic, media is an intermediary ( ‫َ َسائِل‬ ‫)و‬ or
an introduction to a message from the sender to the recipient of the message. The
word media is the plural of the word medium, which means an intermediary or
introduction. That the media is a vehicle for channeling learning information
messages. 
According AECT, in Hamza M edia are all forms and channels used to
distribute messages or information. When associated with learning activities, the
media can be interpreted as a communication tool used in the learning process to
bring information from educators to students. 
Gerlach & Ely in Azhar say that media are people, materials, or events that
build conditions that enable students to acquire knowledge, skills or attitudes. More
specifically, the notion of media in the teaching and learning process tends to be
defined as graphic, photo graphic, or electronic tools to capture, process, and
reconstruct visual or verbal information.
Apart from being a delivery system or an introduction, the media which is
often replaced by the word mediator according to Fleming in Azhar is a cause or tool
that intervenes in two parties and reconciles them. With the term media mediator
shows its function or role, namely regulating an effective relationship between the
two main parties in the student learning process and the content of the lesson. In short,
the media is a tool that conveys or delivers learning messages.
From the limitations that have been conveyed by experts, the notion of media
in learning is all forms of communication tools that can be used to convey information
from sources to students. The aim is to stimulate them to take part in media learning
activities. Apart from being used to deliver learning as a whole, it can also be used to
convey certain parts of learning activities, providing reinforcement and motivation. 
 
 B. Understanding Visual-Based Media and the Kinds
Visual-based media plays a very important role in the learning process. Visual
media can facilitate understanding, strengthen memory, foster student interest and can
provide a relationship between the content of the subject matter and the real
world . To be effective, visual media are instead placed in meaningful contexts and
students must interact with the visuals (images) to ensure the information process
takes place.
The characteristics of visual media are elements consisting of lines, shapes,
colors, and textures. Visual media is divided into two, namely: non-projection visual
media and projection visual media.
 
a. Non-projection media
1. Reality media are real things. These objects do not have to be presented in the
classroom, but students can look directly at the object. The advantage of this
reality media is that it can provide real experiences to students. For example, to
study the diversity of living things, the classification of living things,
ecosystems, and plant organs.
2. A model is an artificial object in three-dimensional form which is a
representation or substitute for the real object. The use of models to overcome
certain constraints in lieu of realia. For example, to study the system of motion,
digestion, respiration, blood circulation, the excretory system , and nerves in
animals.
3. Graphic media is classified as visual media that transmits messages through
visual symbols. The function of graphic media is to attract attention, clarify
lesson presentations, and illustrate a fact or concept that is easily forgotten if
only done through verbal explanations. The types of graphic media are:
1) Images / photos are the most commonly used media.     
2) A sketch is a simple drawing or rough draft that depicts a major part
without detail. With a sketch it can attract students' attention, avoid
verbalism, and clarify the message.     
3) Diagram / schematic: a simple drawing that uses lines and symbols to
outline the structure of a particular object. For example, to study the
organization of life from cells to organisms.     
4) Chart / chart: presents a difficult idea or concept so that it is easier for
students to digest. In addition, the chart is able to provide a summary of
the important points of the presentation. In the chart is common graphical
form another , such as: pictures, diagrams, cartoons, or verbal symbols.     
 5) Graphics are simple images that use lines, dots, verbal symbols or certain
shapes that represent quantitative data. For example, to study
growth.      [11]
b. Projection media
1. OHP transparency is a true face-to-face teaching aid , because the classroom
layout remains as usual, the teacher can meet face to face with students
(without having to turn your back on the student). Transparency media devices
include software (Overhead transparency / OHT) and hardware (Overhead
projector / OHP). The technique of making transparency media, namely:
a) Taking from printed materials with certain techniques     
b) Make your own manually     
2. Frame / slide film is a transparent film that is generally 35 mm in size and is
framed by 2X2 inches. In one package contains several frame films which are
separated from each other. The benefits of frame film are almost the same as
OHP transparency, only the visual quality is better. Meanwhile, the
disadvantages are that the production costs and equipment are more expensive
and less practical. To present a slide projector is needed .[12]
 
C. Visual-Based Media Product Development in PAI Learning
Visualization of messages, information, or concepts that want to be conveyed
to students can be developed in various forms, such as photos, pictures, sketches,
charts and others. The successful use of visual-based media is determined by the
quality and effectiveness of the visual and graphic materials. This can only be
achieved by organizing and organizing the ideas that arise, planning them carefully,
and using basic techniques of visualizing objects, concepts, information and
situations.
In the structuring process, certain design principles must be considered, including:
1. Simplicity
In general, simplicity refers to the number of elements contained in a visual,
the smaller number of elements makes it easier for students to capture and
understand the message presented by the visual. For example between (15 to
20 words), the words must use simple letters with easy-to-read
font styles and not too diverse in one view. The sentences should be concise
but concise and easy to understand.
2. Cohesiveness
The cohesiveness of these elements must be interrelated and unite as a whole
so that the visual is a form that can be recognized as a whole that can help
understand the message and the information it contains.
 3. Emphasis
Even though the visual presentation is designed to be as simple as
possible, often the concept to be presented requires an emphasis on one
element that will become the center of student attention. By using size,
relationships, perspective, color or space can emphasize important elements.
4. Balance
The chosen shape or pattern should occupy a viewing space that provides a
perception of balance even though it is not entirely symmetrical.
5. Form
Forms that are strange and foreign to students can arouse interest and
attention. Therefore, the selection of forms as visual elements in presenting
messages, information or lesson content needs to be considered.
6. Line
Lines are used to connect elements so that they can guide students' attention
to learning a specific sequence.
7. Texture
Texture is a visual element that can create a rough or smooth impression.
Texture can be used to emphasize an element such as color.
8. Color
Color is an important visual element, but it must be used with care to have a
good impact. Color is used to give the impression of separation or emphasis
and color can enhance the realism of the object or situation depicted, show
similarities and differences, and create certain emotional responses.[13]
As for visual-based media in Islamic Education learning, various unique and
interesting displays can be used, including:
a. Picture
The images referred to here include photographs, paintings or drawings, and
sketches. The main purpose of the appearance of these various types of images is
to visualize the concepts that are to be conveyed to students.
b. Charts and Charts
Charts must have clearly defined learning objectives. For young students a
chart should contain only one concept or concept description.
c. Transparency
Transparency is a big picture or movie which is projected by the teacher to
visualize the concepts, processes, facts, statistics , scallops k a out line, or a
summary in front of a small group or a large group. The technique of making
transparency can be classified into direct manufacturing techniques and indirect
techniques. Manually creating direct transparencies is the easiest and simplest
 way, by directly drawing (creating a visual in the desired format) on a
transparency sheet with a special marker. Indirect techniques is transferring
pictures or visual forms that already exist or that are prepared in other materials
by way of making coffee first.

The Implementation of Media

Media pembelajaran teks narrative - teacher could use media with pictures, flash card,
puppets (wayang), and dolls. with the use of technology, students could find narrative video
through youtube as if Malin Kundang, Roro Jongrang, or outside the country tales as
Cinderella, Sleeping Beauty, etc.

Media pembelajaran teks procedure - for the procedure text, teacher could use video, pictures,
or mp3 record. Students could find procedure text through youtube. example, how to cook a
sunny side egg. students also could learn listening comprehension by use the mp3 record or
tape.

Media pembelajaran teks recount - teacher could use media pictorial story for the recount
text. the picture sorted according with rhetorical steps, (orientation, series of events, re-
orientaton). Biography also could use for the media recount text. It could find in the books,
magazine, newspaper, or internet.

The teachers should apply the media in teaching-learning activities because of the following
reasons:
a. Instructional media can solve the lack of the learners’ experience.
Learners have different background such as family life, society, social economy, etc.
Learners who live at different areas will have different experiences since they have
different environment, society, social economy, etc.
b. Instructional media can reach everything out of the class.
There are so many things around the learners that can not be reached by themselves,
such as: bacteria, virus, etc. To know and see those tiny things, we must use a
microscope as media. We use a picture to present things which can not be brought
into the classroom such as: markets, stations, harbors.
c. Instructional media are created the possible direct interaction between the learners and
their environment.
d. Media are produced some observation. The learners’ observation can be directed into
the important things based on the teacher’s aims.

CHAPTER III

CLOSING

A. Conclusion
1. The meaning of media in learning is all forms of communication tools
that can be used to convey information from sources to students .
2. Media berb asis there are two kinds of visual visual media and visual
media is not projected projected.
a) Media that is not projected     
Reality Media
Model
Graphic Media
b) Projected media     
OHP transparency
Frame / slide film
3. Visualization of messages, information, or concepts that want to be
conveyed to students can be developed in various forms, such as photos,
pictures, sketches, charts and others. The successful use of visual-based
media is determined by the quality and effectiveness of the visual and
graphic materials.
B. Suggestion
Before an educator teaches the subject of learning, they must first prepare and
calculate what tools or media are used so that the teaching and learning process can
run effectively and efficiently.
 
 
 
 
  
 
REFERENCES
 

Asyhar, Rayandra. 2010. Creative Developing Learning Media . Jakarta :

              Echoes of Persada.
Arsyad, Azhar. 2007. Learning Media . Jakarta: Raja Grafindo Persada.
B. Hamzah Uno.2012. Educational Profession . Jakarta: Earth Literacy.
B. Hamzah Uno & Nina Lamangtenggo.2011. Communication & Information Technology
                   Learning  . Jakarta: Earth Literacy
Bisri, Adib bisri & Munawwir A. Fatah. 1999. Al- Bisri Dictionary  : Indonesian Arabic -
                   Indonesian Arabic  . Surabaya: Progressive Library.
Miyarso, Yusufhadi et al. 1986. Educational Communication Technology . Jakarta:
              Eagle.
Munadi, Yudhi . 2008. Learning Media; A New Approach .  Jakarta:
              Echoes of Persada Press.
 
 
1
 

[1] Hamzah B. Uno, Professional Education , (Jakarta: Earth Literacy, 2012) p. 113

[2] Adib bisri & Munawwir A. Fatah, Al- Bisri Dictionary : Indonesian Arabic-Indonesian Arabic ,
(Surabaya: Pustaka Progresif, 1999) p. 208
[3] Yusufhadi Miyarso, et al, Educational Communication Technology , (Jakarta : Rajawali, 1986),
p. 46
[4]   Hamzah B. Uno, Educational Profession , … p. 113
[5] Azhar Arsyad, Learning Media , ( Jakarta: RajaGrafindo Persada, 2007) p. 3
[6] Hamzah B. Uno & Nina Lamangtenggo, Communication Technology & Learning Information ,
(Jakarta: Earth Literacy, 2011) p.122
[7] Azhar Arsyad, Learning Media ,… p. 3
[8] Hamzah B. Uno & Nina Lamangtenggo, Communication Technology & Learning Information ,…
p. 122
[9] Azhar Arsyad, Learning Media ,… p . 91
 [10] Rayandra Asyhar, Creative Developing Learning Media , (Jakarta : Gaung Persada, 2010),
pp. 61
[11] Yudhi Munadi, Learning Media; A New Approach, (Jakarta : Gaung Persada Press, 2008), p. 85-
96
[12] Hamzah B. Uno & Nina Lamangtenggo, … pp. 126-133
[13] Azhar Arsyad, Learning Media ,… p . 106-112